Change and Understanding Giving and Taking
Tuesday January 8, 2008
8:25 p.m.
Seth… Good evening. A pleasure to have all of you again, here. We are going to speak of course on the subject of Change. We are going to start with a working set of definitions. The first word that I will have you pass around while I continue working on a project is the word “give”. Therefore, we need a working definition of the idea and the word give. Who would like to start our proceedings off?
Jasmine… I will. To me the word give means going beyond yourself, ah caring about others, not just yourself, thinking about others or other situations. It has to do with coming from a higher place than just self-absorption.
Seth… Next.
Shanna… I think of giving or give as doing something for somebody else or yourself.
Stephanie… I’m just thinking it is the offering of something, a part of yourself to another.
Seth… Betty?
Betty… Offering.
Seth… Repeat that please so that everybody can hear.
Betty… I was going to say also offering.
Isabella… I think it is offering and you know, to do things for someone or for yourself without expecting anything in return.
Arthur… To transfer or to allow or to make a gift of.
Frank… I’m just going to add the concept from last session having to do with appreciation like that of a flower, the giving of beauty because that’s what one feels when they are giving of self.
Seth… Jasmine, hold on to the microphone we started with you. The next word that we will need a working definition for is “take”.
Jasmine… Well, my initial reaction to the word take is much more selfish. In other words, it’s thinking about, but I know you could take something and it is not necessarily selfish but the connotation when I hear the word “take” it’s like a person who is just interested in what they can get.
Shanna… (Laughed.) I just, the first thing I think of is assuming that something is yours.
Stephanie… I’m just thinking about the idea of accepting.
Isabella… Yeah, me too.
Stephanie… And I am going to just accept what is offered.
Seth… Betty?
Betty… Receive.
Isabella… That was my initial thought also was to receive or to accept.
Arthur… And then I think of transfer but it’s in the other direction. It could have a connotation of appropriate and I also thought of accepting and receiving except it’s more, it almost seems more active.
Frank… To this one I would add the idea of knowing what you needed or what you wanted and therefore you take, and you could take care of self.
Seth… One of the projects that I have been working on that Mr. Thomas (Jerry’s friend who participate in a number of early sessions would be referred to as Mr. Thomas because of his doubting nature. He also enjoyed the idea of having Seth do things like turning off the lights to prove Seth’s existence.) would certainly enjoy that certainly creates major difficulties for myself, I would like you Isabella to please go into the man through whom I speak’s office, I have created on a printer on top of his work area two pieces of paper and if you would be kind enough to grab them I believe we can start from there. (Isabella went to get the pieces of paper.)
You found the two pieces of paper above the printer? I believe it’s where his secretary sits. (Frank is serving coffee in the background and the papers are located.)
I believe that the object here is that we may use the two sheets of paper as reference material for this evening. One of the things I have done is that I have used I believe your words would be an Oxford Dictionary to create that which you have required. That being stated we now have reference material that we may use for the idea of give and take. I have previously stated, and you may certainly do enough research for yourselves to read and speaking of reading how is the book coming Kaetorina?
Stephanie… Um.
Seth… Not well?
Stephanie… Some of it is coming.
Seth… Not at all, you only have less than four months to go.
Stephanie… Six months.
Seth… You had is the word. (Stephanie giggles.)
Now that being stated. There are nine and you may do the research on this yourselves, basic tenets or principles of types of individuals that I have described in various ideas in the past. Yet, in each of these concepts you are either a giver or a taker and it is interesting to note how you each believe in different ways. Therefore, we shall go around the table, and I would like each of you to define yourself since nothing is either positive or negative as either a giver or a taker. Betty, how do you define yourself?
Betty… As a giver.
Isabella… It would be a taker.
Jasmine… Giver.
Frank… Giver.
Arthur… Giver.
Shanna… Giver.
Stephanie… A giver.
Seth… It is quite interesting to note that many of you are incorrect. And what you are is for you to figure out and do not ask me. So, we will start with that statement in and of itself.
The difficulty that one has when one looks at the concept of change is to of course modify that which your perceptions are. Now a giver certainly may be classified as whether a positive individual in that one category only or a negative one. When one chooses to give freely you present others with opportunities for their own growth and advancement. Yet a giver may be quite negative in their ideas of how to give, how much to give and certainly when to give. Change, especially when one desires a change in others is a difficult procedure for all concerned. Giving quite commonly leads to abuse when done from a negative standpoint.
And again, I would suggest that you may choose to pass around my given or giving or giving sheets of paper so that you may look at this to try to get a broader concept of that which as we have defined things as.
When one gives incorrectly you foster a dependence that is unnatural. Others tend to demand more and more of the individual than they are capable of giving. The tendency for most individuals is to believe that a giver is a desirable or desired trait, yet most individuals abuse the idea and the necessity of giving correctly. An example of giving something correctly may be seen in the idea of how difficult it is for myself to manipulate the physical plane so that these two sheets of paper may be used as reference material. Now most certainly I could have written volumes on the paper but that would not have served any of you. Therefore, proper giving is always held within the limits established first by self. Change when viewed from the idea of giving properly encourages an individual to work towards an idea. A teacher gives information only. The student then has a choice to accept or reject that which has been given. Answers for the most part should rarely be given since they foster dependency. (A cell phone rang.) It does not bother me you may certainly continue. I believe that you may either fill that correctly for the man through whom I speak, or you may have it yourself at this point. (Perhaps someone was serving coffee.) Now, since they foster dependencies…
Jasmine… Is that the answers?
Seth… The answers. One must search if you will for the proper question. (Another phone ringing.) I shall pause here.
One’s basic personality is shaped just as for example you are a mature soul.
Jasmine… Right.
Seth… That does not mean that you do not have charecteristics of an infant soul, an old soul or anything in between but your basic tenant here in each of those categories, each of the nine different personality types.
Isabella… When you say personality types you mean Sumafis, that kind of thing? (Sumafi is a soul family interested in teaching as explained in previous Seth material. I believe that the sheets of paper contained the names of the different soul families. Apologies to the reader, those sheets have gone missing.)
Seth… Things of that nature, yes. Become either a giver or a taker.
Isabella… Okay.
Seth… Therefore, it is not a question that you are all one or all the other.
Jasmine… You’re primarily one.
Seth… You primarily look at the physical plane from the standpoint of being a giver or a taker and that is one of the reasons why I manipulated the physical plane for…
Jasmine… I don’t understand why that… I didn’t understand that.
Seth… You didn’t understand what Jasmine?
Jasmine… You said, ah, an example of giving something correctly may be seen in the idea of how difficult it was for you to manipulate the physical plane to create those two sheets of paper so then you struggled to do it. I don’t understand how that is an example of giving? Giving something correctly?
Seth… You required the idea of just looking at the paper to give you a broader perspective.
Jasmine… So, you had to work hard…
Seth… For example, how long do you believe it took me to manipulate the physical plane so that those pages would appear?
Jasmine… I have no clue. I would say maybe days if you had to convince Jerry, or it could have been seconds. I don’t know. (Group Laughter.) No, I don’t mean that in any negative way.
Seth… First of all, the man through whom I speak had no part in this at all, he was totally unaware.
Jasmine… Uh huh.
Seth… This has nothing to do with him.
Jasmine… Okay.
Stephanie… That’s what I thought you did.
Seth… No, not at all. When I tell you that it took me approximately twelve centuries of your time to manipulate the physical plane which is one of the reasons why I rarely do this since it creates huge amounts of energy that I must gather, reshape, reform to have something to come to fruition at precisely the correct moment is a giving of oneself. Remember I must then divide myself into different areas for my own purposes. We must then give to you that which you require at a specific point of reference. This material would not have done you any good four years from now or four years ago. It needed to appear to you, now. So, the giving of one’s self requires diligence and work. Do you understand now?
Jasmine… The giving of one’s self?
Seth… In a correct manner.
Isabella… It’s hard to be giving.
Jasmine… Correct
Frank… Twelve centuries? Now I feel guilty about complaining about the twenty-nine measly pages of typing.
Seth… I can understand why you would feel guilty.
Frank… I don’t feel that guilty. (Laughter.)
Seth… I didn’t think so.
Isabella… I hear you, Frank.
Seth… Do you understand?
Stephanie… First, I am going to say thank you for all your efforts, pretty monumental. Can I see that? (Stephanie looks at the sheets of paper.)
Seth… Now…
Isabella… You left off with, since they have fostered a dependency, one must search for the proper questions.
Seth… The question must then cause the individual the giver and the recipient…
Jasmine… Cause the individuals? (Seth had not pluralized individual.)
Seth… Correct. The giver and the recipient…
Jasmine… You meant the taker?
Seth… No, my word was carefully chosen, recipient… to combine and change. Without this ability there is no progress and certainly change becomes difficult. If we look on the other side…
Jasmine… Before you do, can you give us a couple examples of everyday life in which a person has to give correctly?
Seth… State that again.
Jasmine… (Taking the microphone.) I said before you talk about the taker aspect, or the other side of this coin could you give some concrete examples of everyday living where individuals have to combine to change? Wait, wait, wait, wait, you said, (As Jasmine began to read from her notes.) You have to search for the proper questions and then the questions must then cause the individuals to combine and change. Without this ability there’s no progress and certainly change becomes difficult. So, can you give examples of how that occurs in everyday life?
Seth… Depending upon the individuals who are involved, for example…
Jasmine… Normal average people.
Seth… For example, let us give something you are familiar with, when you are working and diligently teaching did you not try to stimulate your students so that they would encourage their own growth? Or did you just provide them answers to their questions?
Jasmine… I tried to encourage them towards their own growth.
Seth… That is the same with any proper giving sequence. The same is true when one tends to give of themselves unselfishly. For example, you are aware of course that the man through whom I speak has had some physical difficulties of recent duration. When you would choose then to give of yourself in terms of let us say doing some grocery shopping for him, doing laundry, the question that arises is he using your giving in a proper manner? The answer would be only determined by the both of you. Is he appreciative or not? Did he receive what you gave in a proper manner? He is the recipient of your gifts. Or does one make demands that are not reasonable given a specific set of circumstances? Do you understand?
Jasmine… Okay.
Seth… For example, we may use another idea. When our friend Frank has to help his daughter learn to drive does he give her the knowledge and ability in a fair and just manner? What does he do to provide her with the knowledge that he has? For example, he may say, when you are approaching this corner to make a right turn what should you do? If he gives her the answer she does not learn. If he stimulates her, she becomes a better driver. Does this help you?
Jasmine… Yes, thank you.
Seth… On the other side, the takers: when one tends to accumulate by existing in a situation where you become the primary focus of others then taking is detrimental. You have become a victim of your own greed. Because you are a victim one then always victimizes others. For whatever you can grab is never enough. Taking properly…
Jasmine… One moment…
Isabella… But can you be aspects of a taker and not necessarily all of the aspects? Or a giver for that matter?
Seth… As I stated previously, your basic tenant, whatever you are is governed by whether you are a giver or a taker. It does not mean that you are always positive. It does not mean that you are always negative. It is the force that is behind you.
Isabella… See but when you give this definition that you just gave, I don’t feel that that fits me. That you tend to always victimize others, I mean I don’t think that fits me as a taker but I believe that there are other aspects of my personality that are, that is a taker.
Seth… I’m using examples here and wait till I finish, and you can determine for yourself how you feel.
Isabella… Alright.
Jasmine… Taking properly…
Seth… When one chooses to take properly one then becomes the recipient of assistance in a way that promotes both individuals. You do not search for answers, (Seth stated, underline that.) help from the person who is offering that which they believe you require. As a teacher one would not do the homework of a student for what would they learn? Yet the student would not expect someone, a parent, a teacher, a friend, a colleague to do their work for them. They choose to become motivated. The taker requires motivation for change. They choose to become motivated so that they may establish a rapport, a give and take if you will with the other individual. The idea here of show me how so that I may practice and learn is the important factor in taking properly. When you require, need, or want another to do for you, you are taking improperly. Quite commonly takers look to blame others for their shortcomings. They do not accept criticism since they fear any change at all. They rarely have a proper sense of balance. Change for a taker who uses it improperly makes their life difficult since they choose to become dependent on others. It is always somebody else’s problem, never mine. Kaetorina, does this sound familiar?
Stephanie… Yes, very much.
Seth… It was a rhetorical question. Taking properly requires an individual to stop being spoon fed at the earliest possible point of reference. Commonly good parents demand too little and give too much towards their children. The wife who constantly compromises, who picks up her husband’s “dirty laundry” does nothing to foster change. The child who chooses not to do their chores and demands others attention constantly takes improperly. Each of you must determine where you fit into the giver and taker cycles.
I believe at this point we shall take a break.
Seth… Let us continue: One must take away their preconceived notions that giving and taking are in themselves positive or negative attributes. They’re neither. Each of you must determine for themselves what your premise is and yet it is no disgrace to be either one. Where you may do one perfectly well and be a true success. You may do one and be perfectly unhappy. Therefore, change itself comes from the idea that you must learn to be the best that you can. If you are a taker, learn to take properly. If you are a giver do not make others dependent upon you. We change others by giving and taking in a proper manner. One must first learn to always give or take for self in a proper manner. The others will then follow suit. You will each learn what you are not. You will learn what the others are and what are not. Eventually you will be able to put it all together so that change itself is not dependent upon giving or taking. Your attitude is what truly matters. Are there any questions?
Isabella… So, in a relationship is it, I don’t want to say necessary, is it more profitable to have one partner who is a giver and one partner who is a taker?
Seth… No.
Isabella… Can you elaborate on that?
Seth… When one partner tends to be a giver and the other a taker one has a greater tendency to become dependent…
Isabella… Right.
Seth… upon the other. But that doesn’t mean that it is proper or not proper.
Isabella… What if both are takers? Or both are givers?
Seth… It works perfectly in either sense. If both are givers one may give to the other in a proper manner. Darling, let me go to the bank for you today, I’ll take care of that.
Isabella… Em hmm.
Seth… If both are takers, I understand that there is a problem here, let me lift your burden and I will try to accomplish that. I’ll move the rock away. I will take your responsibility for this job.
Jasmine… That one sounds like giving?
Seth… It is not. You are taking someone else’s choice. You’re not giving something to someone. No matter how you define giving and taking, nothing is more profitable than doing it correctly and it matters not who is what.
Isabella… Okay.
Seth… The danger is of course when you do things improperly. That is where difficulties start. Are there any other questions?
Shanna… In regards to, you were saying how the best thing you can do for your students bringing them information is to ask them questions. What about when you have a student who questions you with everything?
Seth… Is that defiance?
Shanna… No, not at the start it’s not.
Seth… But it develops.
Shanna… Yes.
Seth… That person is what a giver or a taker?
Shanna… A taker.
Seth… They demand.
Shanna… So, what do you, what could I say to this student when I am being questioned on such matters that are for his own welfare and safety that he then says, why why, why? (Group laughter.)
Seth… Because the answer why, why, why is simple, why do you believe it is correct or incorrect? The answer is not for you to give information but to illicit information from the individual because they already know the answer. What you are dealing with is an oppositional form of behavior.
Shanna… Oh yeah, of course.
Seth… And one is opposed to something the more you tend to allow that person to get away with that behavior the more they demand.
Shanna… Right.
Seth… And there comes a time when the answer is I believe you must think about this for yourself.
Shanna… The sad part is as this individual struggled immensely with figuring those things on his own because he has…
Seth… Because nobody forces him to.
Shanna… Right and he gets into a panic state and sometimes cries and has breakdowns.
Seth… I understand that this is bothering you…
Shanna… Yeah!
Seth… take… not you.
Isabella… Not you. (Group laughter.)
Shanna… Oh, my kids are bothering me! Take?
Seth… Take some time. I would like to give you a few moments so that you may compose yourself and think about this.
Shanna… So, think about why I am asking you to do this?
Seth… Correct. And when you come to a decision, we will be happy to talk about it.
Shanna… And that’s not unreasonable for me to ask a five-year-old to do?
Seth… If you are asking a five-year-old to spend an hour pondering the question (Shanna laughs.) that is unreasonable. If you are asking a five-year-old two minutes doing something that is reasonable because it gives a pause.
Shanna… Right.
Seth… And it’s the object of a pause that is the creative ability.
Shanna… Okay, thank you.
Seth… Are there any other questions?
Stephanie… I wanted to ask about Natalie and all the tremendous fears I’m seeing from her. If you can comment on them?
Seth… The fears that Natalie has, give us a moment, are primarily due to her erroneous belief that she is not.
Stephanie… Strong? Capable?
Seth… Whatever you choose to define that as. She believes that she is a not. There is a step called what I am not, what self is not.
Stephanie… That’s her step?
Seth… No, I’m not telling you that at all…
Stephanie… Oh.
Seth… But I am giving it to you because I wouldn’t (Tell Stephanie what step her daughter is on.) because it is an explanation of what she is doing. Therefore, if you are not, you then demand from others to make you what you choose to be. Help me, fix me, make me strong, don’t let others do for me.
Isabella… Natalie’s taking.
Seth… I’m not answering that.
Stephanie… So that’s what the karate is for.
Seth… Self.
Stephanie… And what about, you know what about when I, you know, went to kiss her and she was sleeping and she woke up petrified, but she didn’t really wake but she… that’s always how I feel she is even though it was in a sleep state, coming out of one or whatever. You know something is going to happen, I am going to die, she’s going to die, this is going to die, this is…
Seth… This is part of her personality that she will have to work diligently to change.
Stephanie… Okay, that is really what I’m speaking of. I understand this because I know this is the karate part and it is clearer and all that but what about this other fear of the death, loss, absence, horror?
Seth… It is the part of the same thing. When one is not confident because one has difficulty in school, one is picked on, one doesn’t have true friends, one is worried about loss of any type then of course the idea there becomes frightening, and the more frightened one becomes the more it magnifies as time goes along.
Stephanie… And why is it magnifying for her?
Seth… Because she is what she is. It is not your play; this is her play that she must work out and learn to become a confident individual. (Seth has explained to us that your life is like a play where you are the star and everyone else is just a supporting actor.)
Stephanie… Okay aside from the karate, can I help her when she is in these states?
Seth… You help her when she is in these states by fostering responsibility. The more she does for self the greater the likelihood that she will do for self without needing somebody to do for her.
Stephanie… So, in other words self-sooth or if she is feeling scared or whatever she can feel strong enough to handle it.
Seth… Correct.
Stephanie… Aside from tearing downstairs from a tiny fly.
Seth… Correct.
Stephanie… Tiny fly, (Said to others in group.) uh huh.
Seth… That is the point.
Jasmine… That’s a good point.
Shanna… Is it for Stephanie…
Isabella… It is very similar to me.
Shanna… Is it helpful for Stephanie to give her the strategies to use in these situations?
Seth… It is not strategies. When you are dealing with a seven-year-old child, her perception of the universe, the world around her is so narrow that one must then force her to expand her viewpoint. My friend didn’t like me today therefore I have no friends, that is a nonsensical statement. Yet is true for a five-year-old, a seven-year-old and that is the difficulty.
Shanna… Right.
Seth… As one expands, (Isabella says something about being a twenty-eight-year-old.) their ideas and who says you are twenty-eight? How old do you truly believe you are?
Isabella… Well, physical plane.
Seth… Who says you are a physical plane twenty-eight-year-old? Think about it.
Stephanie… So, like today what happened with Natalie on the bus with her friend, you’re saying that you know she got into this little fight and therefore she has no friends or Mona won’t like her anymore.
Seth… And therefore, my world and tragedies are what they are.
Isabella… So, I am repressed, what you are saying?
Seth… I’m not saying you are repressed. I am saying do you act as a mature twenty-eight-year-old individual?
Isabella… Ummm.
Seth… Well, that’s your statement, I don’t know if I agree…
Isabella… I don’t know! I didn’t know what you were getting at there?
Seth… You do not have to know; you just have to figure it out. Which again forces me to go back to a previous statement; my words are very carefully chosen. I may say the same thing as someone else would, but I say it in a, put quotes around here “devious manner,” close quotes. I do this since I require each of you to learn to think! Are there any other questions?
Stephanie… Can I ask you what other responsibilities can I ask of Natalie…
Seth… Anything.
Stephanie… Anything? Anything that she’s doing something. Okay.
Seth… Have you for example said, let me see how you do your homework without me sitting with you, Natalie?
Stephanie… Em hmm.
Shanna… I was just thinking that.
Stephanie… Right. Try it first and I will come in after or whatever that is.
Seth… And we will work together. Of course, you will not give her the answers. You will show her the methodology.
Stephanie… Em hmm, right and even just other things around the house where she could assist me.
Seth… Pick up a toy.
Stephanie… Yeah, anything.
Seth… Dust.
Isabella… Cook with me.
Stephanie… Besides, anything…
Seth… Let us not get ridiculous.
Isabella… (Isabella and Stephanie laughing as Stephanie is not known for her love of cooking.) I know I was… I thought it was funny.
Seth… It is. Perhaps it is not a bad idea.
Stephanie… And…
Frank… (Laughing.) Thems cooking words!
Stephanie… This I am not, is part of why the difficulty occurred today with Mona isn’t it? If I don’t get what I want, if you don’t do what I need then I’m lost.
Seth… And I am alone.
Stephanie… And I am alone. She had no capacity to say you know alright you can do my cookie pen thing first with the game and I’ll pick tht one on the second game. But some other kid would have.
Seth… Correct.
Stephanie… Yeah. and so, I was trying to talk to her about that. Did she understand what I… when we discussed? (Seth is probably shaking his head no.) No. So how would I help her to understand that idea?
Seth… Ask a question.
Stephanie… Ask her?
Seth… Does it matter if you have the pen first or second?
Stephanie… Em hmm. Right does it matter? Okay. Because her perception is really that if Mona is mad at her then she won’t like her, and I can’t change that perception.
Seth… That is for her to change.
Stephanie… And that’s just over time with the learning of it.
Seth… Correct.
Frank… Does it matter if we figure out the truth of whether we are a giver or a taker?
Seth… Only for everyone else but you because for you it is magnified that you ponder this! (Group is giggling.) For months and for months.
Frank… (Giggling.) So that means no, right?
Shanna… I have two questions. Okay, one is regarding another student of mine that I’m having not great difficulty with him, great difficulty with his situation, he is classified as severely learning disabled and speech and language impaired and he belongs in a different class placement meaning not mine, that’s what I would take that as. However, the district is saying that there’s not been another appropriate placement for him and I’m not quite sure how to handle the situation at all.
Seth… I believe that what you must do is challenge the authorities. You must enlist help. The help that you first of all must elicit is from, special ed teacher; you must elicit help from the school social worker…
Shanna… Right, now I have already done so. I am actually visiting the special ed teacher in the other school on Friday.
Seth… And therefore, you must elicit help eventually from your principle.
Shanna… Yeah, I’ve already did that too. Alright, but there is nothing else that I can do in addition to that?
Seth… You must work within a bureaucracy, which is at times quite difficult.
Shanna… Right.
Jasmine… It won’t require an aid?
Shanna… No, no, it is really a disastrous situation.
Seth… Are there any other questions?
Arthur… I think I’ve done somewhat better in dealing with my sister and my niece and yet I ‘m a little concerned about the thick of things beginning to happen and I am just wondering if there’s anything that um…
Seth… What are you concerned about?
Arthur… I’m, I’m concerned that I will be drawn into…
Seth… And if you are drawn in, who is allowing it?
Arthur… I would be. I’m trying my darnedest not to.
Seth… But no, the statements themselves make no sense.
Arthur… How so?
Seth… If you believe that you are being drawn in against your will then you are allowing it, who is at fault?
Arthur… I am.
Seth… Do we need to go further?
Arthur… Well, it’s just hard for me…
Seth… Excuse me; is there anything that you can show me that is well worth while having, obtaining, getting or working towards that is not difficult?
Arthur… (Long pause.) I don’t know sometimes things come through grace I suppose; well alright I mean…
Seth… The answer is no. People who win multimillion-dollar lotos commonly go broke. I believe that’s a good example here for you. So that if you are drawn in against your will, who loses?
Arthur… I do and maybe they do as well.
Seth… Correct.
Arthur… I guess what it is, is that I am concerned about my ability to get back on my feet if I waiver or you know how to…
Seth… Let me answer as simply as a yes or a no. I will be drawn in; I will not be drawn in. I understand that you are having a bad time. I understand that you’ve had a bad time in the past, but you keep making the same mistakes. What have you done to change?
Arthur… Well, I’ve…
Seth… Not you, them.
Arthur… Oh. Alright.
Seth… Do you understand the question that I am truly asking?
Arthur… Yes. Yes, and I want to… I’m holding off on…
Seth… You’re holding your problems as theirs and not making them responsible for their problems.
Arthur… I also feel as though the timing of my asking certain questions of my sister is maybe important?
Seth… Or not.
Arthur… Maybe not. But I would choose to wait until after this wedding to do it.
Seth… Then do that.
Arthur… The only other question I have is about the thing that in the aboriginal paintings and the aboriginal work in Australia, the dots, the pointillism… in my meditations is there some special form of energy or… that they’re representing and that I was seeing?
Seth… Give us a moment, (At this point Seth researches, and Jerry’s head goes back and forth as if reading.) No, you are identifying with areas that you have previously experienced.
Arthur… Is the…
Seth… The same story may be held true when the man through whom I speak told Jasmine to watch Isabella when they went to France because an incident would occur. (Seth is referring to material from past lives.)
Arthur… So, is that why I felt as though I knew what thatwas about, what the rock was about, why I stopped at those particular places?
Seth… Because you were drawn to it.
Arthur… (Whispered.) It was wonderful.
Seth… Are there any other questions?
Let me leave you with this: When one chooses to change themselves or others learn to do it by giving and taking in a proper manner. There is an expression you must give with a full heart and be generous. Yet you must also take with a full heart and be generous. In doing so you will find that your needs have been rewarded and your wants diminished. Let us move forward in this New Year with reckless abandon. We shall each stride to become the perfection that we all desire. I bid you all a very fond good evening.
All… Good night.
(Session ended at 9:51)